Processos de escolarização, seletividade escolar, política educacional e pandemia: balanço das teses e dissertações brasileiras (2013/2023)

Abstract

The objective of this study was to analyze the similarities and differences in academic production on the relationship between schooling processes, school selectivity, educational policy, and the COVID-19 pandemic, through a trend analysis of theses and dissertations contained in the CAPES Theses and Dissertations catalog, in the time’s space from 2013 to 2023, subdivided into three periods: 1) 2013 to 2016: Popular Governments; 2017 to 2019: Authoritarian Governments; 2020 to 2023: pandemic period. Based on cultural materialism (Williams, 1980), this research sought to analyze in institutional terms who, what, and how these investigations were produced. The indicators of each of these categories were entered into an Excel spreadsheet and later transferred to the Sphinx iQ2 statistical analysis software, to create tables and graphs. The following findings stood out: academic production, in general, showed that the COVID-19 pandemic exacerbated existing structural problems in Brazilian basic education, intensifying social and educational inequalities; that there was a significant increase in academic production focused on the relationship between school selectivity and educational policies with the rise to power of authoritarian governments, but not with the increase in problems after the outbreak of the pandemic; that public institutions led the research, despite the adversities faced in the last two periods. Finally, despite this growth, no evidence was found that the production of one hundred and ninety-one research studies was the result of coordinated actions involving the postgraduate programs in education of seventy-three Higher Education Institutions spread throughout the country, either in terms of macro-educational data or the consequences in relation to school organization and pedagogical practices